SCHOOL PLACEMENT SCHEME OF WORK – 2018/19

Student ID Number:
5th Year Construction Studies

CLASS PROFILE
List of Topics: Walls & Plastering, No of Pupils: 22
Roofs, Fireplace & Chimney, Stairs,
Windows & Doors
No. of Lessons: Double & 2 Single Length of Lesson: 80 minutes & 40 minutes
Date: 26th November 2018 – 15th Time of Lesson: Monday (Double) @ 8:45 –
February 2019 10:05, Tuesday (Single) @ 10:05 – 10:45 &
Friday (Single) @ 15:05 – 15:45

Previous Learning
Knowledge Skills
 Health & safety  Detail drawing skill
 Drawing  Skill of sketching
 Sketching  Co- Ordination of Equipment e.g. T-
 Designing square, set squares, compass.
 Comprehension of Detailed Drawings  High level of craftsmanship -
 Answering questions to exam construction lines, solid lines &
standard dashed lines
 Properties of materials  Knowledge of geometry
 Model making  Practical skills
 Angles  Good craftsmanship
 Correct MTW terminology  Finishing
 Practical knowledge  Jointing skills
 Various jointing techniques

Scheme Aims
1. Introduce and define the topics of walls and plastering, roofs, fireplace and
chimney, stairs and windows and doors
2. Relate the topics to the real life applications of construction and architecture

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 3. Demonstrate the importance of detailed drawings in the construction industry and
link these to their applications in a real life setting
4. Ensure students understanding of the topics by looking at the construction
industry, architecture, design, craft, woodworking industries etc.
5. Improve students practical knowledge and skill basis by integrating cross curricular
activities such as investigations by actually looking at physical models
6. Allow students to gain an appreciation for design and how it influences the world
around them through construction
7. Integrate literacy into the class through the use of new words – word wall
8. Improve students oracy skills through verbal communication – oracy skills will be
assessed through short presentations of possible solutions
9. Integrate cross curricular activities, by actively engaging in the use of SolidWorks
and physical drawings
10. Develop students higher order thinking and how it can be applied the built
environment
11. Stimulate a safe and nurturing learning environment for experienced and
inexperienced students

Scheme Learning Outcomes

At the end of this scheme students will be able to…
Affective (AFF) – Cognitive (COG) – Psychomotor (PSY)
1. A: Distinguish the topics of walls and plastering, roofs, fireplace and chimney,
stairs and windows and doors (COG)
B: Construct answers to questions around walls and plastering, roofs, fireplace and
chimney, stairs and windows and doors (PSY)
2. A: Identify real life examples of walls and plastering, roofs, fireplace and chimney,
stairs and windows and doors (COG-AFF)
B: Relate the topics of walls and plastering, roofs, fireplace and chimney, stairs and
windows and doors used in real life applications through the construction
industry, woodworking industry, architecture, design, craft etc. (COG-AFF-PSY)
3. Identify key words associated with walls and plastering, roofs, fireplace and
chimney, stairs and windows and doors (COG)
4. A: Discuss the different types of walls which can be found in the construction of a
dwelling as well as being able to list the different uses for them all (COG-AFF)
B: Draw building details which show sufficient knowledge around the topic as
precise details need to be included (PSY)
C: Recall the steps involved in adding renders to the inside and outside of a
dwelling and be able to categorise them for either exterior or internal uses (COG)
5. A: Define the various types of roofs and be able to explain the differences
between the types while giving precise details (COG-AFF)
B: Draw accurate building details which is to exam standard as this show deep
knowledge of the different types of roofs available because precise details are
needed (PSY)
6. A: Discuss the construction of a fireplace (COG-AFF)

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 B: Draw building details which show sufficient knowledge around the topic as
precise details need to be included (PSY)
7. A: Memorize details around the topic of stairs (COG-AFF)
B: Produce calculations which will give knowledge on how stairs are construed
using mathematical formulae (COG-AFF-PSY)
C: : Draw accurate building details which will include precise building regulation
information (PSY)
D: Cite information from technical guidance document K (COG-AFF)
8. A: Discuss the different types of windows and doors which can be used in the
construction of a dwelling (COG-AFF)
B: Draw building details which show sufficient knowledge around the topic as
precise details need to be included (PSY)
9. Identify the topics used in real life applications of the construction industry,
woodworking industry, architecture, design etc. (COG)
10. Identify key words associated with the various topics and practically discuss their
uses using elements around them in school and at home (COG)
11. Identify and use drawing equipment (COG-PSY)
12. Construct working drawings of the various topics (PSY)
13. Develop higher order thinking and problem solving skills. (COG)
14. Apply developed oracy skills through verbal presentations (COG-AFF)
15. Link graphicacy skills to visual representations (COG-PSY)
16. Combine a buddy system into the class to aid mixed ability students (AFF)

Assessment Strategies
Formative Assessment Summative Assessment
 Presentations  Christmas exams
 Exit Cards  Drawing question - class test
 Technology
 Higher Order(HO) Questioning
 Peer assessment
 Peer feedback
 Teacher feedback
 Quiz
 Worksheets
 Homework

Teaching Strategies
Literacy Numeracy Oracy Graphicacy
 Key  Measuring  Classroom  Work sheets
words/terms using drawing dialogue  Drawings
word wall apparatus annotated

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  Correct  Angles  Key  Drawings labelled
terminology measured words/terms and coloured
used  Centimeters  Peer demos  Possible solutions
 Use of converted to  Peer feedback sketched
posters millimeters  Teacher  Presentation
 Note taking  Basic feedback posters
arrhythmic coloured/designed

Differentiation Strategies
 Mixed gender seating plan
 Gender neutral resources
 Gender neutral addressing of class
 Mixed gender groups
Gender Inclusion  Gender equal questioning/opportunities
 All gender types used for
demonstrations/presentations
 Share roles between all gender types
 Equal expectations of all gender types
 No multi-cultural strategies are required
Generic ideas for multicultural inclusion
 Mixed seating plan
 Word wall with key words printed in the various
languages of the students - only if students are
comfortable and applicable
Multicultural Inclusion
 Consistent, fair and high expectations for all students
 Supportive, prejudice-free, anti-discriminatory
behavior
 Intercultural pairing – pair students with native
students
 Universal design
 Unknown – this information was privileged as I was
not full time staff SEN was not allowed to be shared
with me during teaching practice because of new
data protection laws
Generic ideas for SEN
 Images and step by step animations will be used to
assist students with dyslexia
SEN Strategies
 Step by step posters
 Classroom aids such as traffic light cards to help
students convey how the class went
 Comic sands text will be used in PowerPoints
 Information will be given in bullet point format
 Notes will be printed off on yellow paper and given to
students with dyslexia

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  Mixed seating plan to incorporate students of higher
ability to peer mentor students with lower ability
 Partially completed drawing sheets provided for
weaker students
 Step by step animation used to prompt weaker
students
Mixed Ability Strategies  In class assistance and feedback from the teacher
 Catch-up resources provided
 Gradual progression of difficultly provided for
students of varying abilities
 Group work incorporating students of both abilities
 Targeted higher order questioning
 Handouts printed and simplified

Key Legend
L = Literacy, N = Numeracy, O = Oracy, G = Graphicacy, GI = Gender Inclusion, MI =
Multicultural Inclusion, SEN= Special Educational Needs, MA = Mixed Ability, CL=
Cooperative Learning, ET = Educational Technology, CandI = Creativity and Innovation

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Week Lesson/Topic Curriculum/ Syllabus Content Teaching Strategies Assessment Strategies Resources Key
 Load bearing walls & external walls  Introduction  Student participation  PowerPoint -
 Cavity walls teacher/students and engagement Walls and
 Internal load bearing walls  Ice breaker/identify  Verbal guidance Plastering
o Wall bonding learning goals  Word wall  Word wall
o Fire resistance  Outline rules and routines  Recap questionnaire  Book - Get
o Sound transmission  Set induction – Learning  Homework Constructive
o Opening support goals  Whiteboard L
N
 Internal block walls  Topic introduction  Model
Walls & O
o Dry lining  Class discussion  DPC
1 G
Plastering  Internal timber walls  Model  Cement
GI
 Party walls  Examples of DPC, cement,  Plaster mix
ML
 Boundary walls plaster  Bricks
SEN
 Retaining walls  Experiment - mix concrete  Recap
MA
 Plastering/rendering and lay out bricks questionnaire
 External Walls  Higher and Lower order
questioning
 Differentiation/problem
solving (Dewey)
 Individual learning (Piaget)
 Roof terminology  Re-cap on previous weeks  Teacher observation  PowerPoint -
 Roof types learning  Peer observation Roofs
o Traditional cut roofs  Set induction – Learning  Higher and lower  Word wall
o Truss roofs goal order questioning  Book - Get
o Lean-to roofs  Topic introduction  Brainstorming Constructive
o Flat roofs  Models  Peer  Models L
o Eaves  SolidWorks models assessment/feedback  SolidWorks N
 Roof conversions  Higher and Lower order  Word wall drawings O
2 Roofs  Covering a roof questioning  Verbal guidance  Whiteboard G
 Ventilation  Peer learning  Kahoot questioning  Kahoot app link GI
 Guttering  Peer demo app  Exit card ML
 Brainstorming  Homework SEN
 Lollypop stick truss roof MA
construction
 Models
 Differentiation/problem
solving (Dewey)
 Individual learning (Piaget)
 Ridge detail (detail drawing)  Re-cap on previous weeks  Teacher observations  PowerPoint -
 Concrete block eves detail (detail learning  Self-assessment Roofs
drawing)  Set induction – Learning  Verbal guidance  Word wall
 Timber frame eves detail (detail goals  Peer observation  Book - Get L
drawing)  Demonstrations  Higher and lower Constructive N
 SolidWorks model order questioning  Whiteboard O
3 Roofs  Higher and lower order  Word wall  Model G
questioning  Exit cards  SolidWorks GI
 Class feedback  Homework drawings ML
 Gradual progression of  Detail drawings SEN
difficultly  Exit card MA
 Differentiation/problem
solving (Dewey)
 Individual learning (Piaget)
Christmas Exams 17th December – 21st December
Christmas Holidays 21st December – 6th January
 Lean-to roof (detail drawing)  Reinforce previous learning  Teacher observations  PowerPoint -
 Flat roof (detail drawing)  Set induction – Learning  Self-assessment Roofs
o Cold deck goals  Peer feedback  Word wall
o Warm deck  SolidWorks models  Higher and Lower  Book - Get
 Ventilation (detail drawing)  Higher and lower order order questioning Constructive
questioning  Observations  Whiteboard L
 Peer teaching and learning  Buddy system  SolidWorks N
 Gradual progression of  Think, pair, share drawings O
5 Roofs difficultly  Word wall  Think, pair, G
 Experiential learning -  Socratic questioning share boards GI
cutting a birdsmouth app  Markers ML
 Think, pair, share  Exit cards  Detail drawings SEN
 Pair work, allowing stronger  Homework  Timber (rafter) MA
and weaker students  Tenon saw
collaborate and learn from  Socratic app link
each other  Exit card
 Differentiation/problem
solving (Dewey)

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  Chimney locations  Re-cap on previous weeks  Student participation  PowerPoint -
 Construction of a fireplace learning and engagement Fireplace and
 Weatherproofing  Set induction – Learning  Verbal guidance Chimney
 Height requirements goals  Word wall  Word wall L
 Construction of a fireplace  Topic introduction  Higher and Lower  Book – Get N
Fireplace & (drawing detail)  Class discussion and order questioning Constructive O
6  Fireplace detail (drawing detail) feedback  Exit cards  Whiteboard G
Chimney  Model  Homework  Model GI
 SolidWorks models  SolidWorks ML
 Higher and Lower order drawing SEN
questioning  Detail drawings MA
 Differentiation/problem  Exit card
solving (Dewey)
 Individual learning (Piaget)
 Stairs terminology  Re-cap on previous weeks  Teacher observation  PowerPoint -
 Stair types learning  Peer observation Stairs
 Stair Safety  Set induction – Learning  Higher and lower  Book - Get
 Stair construction goal order questioning Constructive
 Stair calculations  Topic introduction  Brainstorming  Whiteboard L
N
 Stair detail (drawing detail)  Model  Peer  Models
O
 SolidWorks model assessment/feedback  SolidWorks
7 Stairs G
 Higher and Lower order  Word wall drawing
GI
questioning  Verbal guidance  Group work
ML
 Peer learning  Exit cards boards
SEN
 Peer demo  Homework  Markers
MA
 Group work  Detail drawings
 Differentiation/problem  Exit card
solving (Dewey)
 Individual learning (Piaget)
 Window types & terminology  Re-cap on previous weeks  Teacher observations  PowerPoint -
o Casement windows learning  Self-assessment Windows and
o Pivot windows  Set induction – Learning  Verbal guidance Doors
o Sliding sash windows goals  Peer observation  Word wall L
 Functions of a window  Demonstrations  Higher and lower  Book - Get N
Windows & o Light  SolidWorks model order questioning Constructive O
8 o Ventilation  Higher and lower order  Word wall  Whiteboard G
Doors o Heat & heat loss questioning  Think, pair, share  SolidWorks GI
o Acoustic insulation  Class feedback  Exit cards drawings ML
o Solar heat gain  Differentiation/problem  Homework  Think, pair, SEN
o Security solving (Dewey) share boards MA
o Emergency exits  Individual learning (Piaget)  Markers
o Durability  Exit card
 Window instillation
 Door types & terminology  Reinforce previous learning  Teacher observations  PowerPoint -
o External doors  Set induction – Learning  Self-assessment Windows and
o Internal doors goals  Peer feedback Doors
o Sliding doors  Experimental learning - cut  Higher and Lower  Word wall
o Fire doors and insert a fully working order questioning  Book - Get
 Fitting a door door lock and handle  Observations Constructive L
 Fixings: Locks & hinges  Higher and lower order  Buddy system  Whiteboard N
Windows &  Rooflight sectional drawing (detail questioning  Think, pair, share  Rubric O
9 drawing)  Peer teaching and learning  Word wall  Timber G
Doors  Concrete window (detail drawing)  Gradual progression of  Socratic questioning  Drill GI
 Timber frame window (detail difficultly app  Chisel ML
drawing)  Pair work, allowing stronger  Exit cards  Door lock and SEN
and weaker students  Homework handle MA
collaborate and learn from  Detail drawings
each other  Socratic app link
 Differentiation/problem  Exit card
solving (Dewey)
 Individual learning (Piaget)
 Triple glazed casement window  Reinforce previous learning  Teacher observation  PowerPoint -
(detail drawing)  Set induction – Learning  Peer observation Windows and L
 Passive concrete window (detail goals  Higher and lower Doors N
Windows & drawing)  Class discussion and order questioning  Word wall O
10  Passive timber window (detail feedback  Brainstorming  Book - Get G
Doors drawing)  SolidWorks model  Peer Constructive GI
 Threshold door detail (detail  Gradual progression of assessment/feedback  Whiteboard ML
drawing) difficultly  Word wall  SolidWorks SEN
 Note taking  Verbal guidance drawings MA
 Exit cards  Detail drawings

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  Higher and Lower order  Homework  Exit card
questioning
 Differentiation/problem
solving (Dewey)
 Individual learning (Piaget)

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